Implementing PBL and CLIL in an Early Childhood classroom in the United States

Abstract

As the technology develops, the world is becoming more and more interconnected. With this interconnection, communication needs are also changing, with an emphasis being placed on the development of bilingual or multilingual abilities worldwide. In the Americas (North, Central, and South), the emphasis is placed more on two specific languages, English and Spanish, which are the two most prominent languages in the western hemisphere. In order to embrace and adapt to this shift, and to prepare future generations for these communication needs, the methodologies of teaching must be adapted as well. This means we must leave traditional methods of teaching and move into more modern methods of teaching, such as CLIL and PBL, which are the main focuses of this dissertation. That is why this paper outlines a proposed intervention that is designed to meet the demands of this changing teaching landscape. The intervention targets a preschool classroom where the students engage in a meaningful project with the aim of improving bilingual language abilities while simultaneously learning new content. The proposal, created with a practical point of view, outlines 8 specific sessions to be done sequentially. Together they combine to wholly expand students’ different areas of development. Furthermore, it is the compatibility and combination of both CLIL and PBL that drives the proposed intervention. Combining the vital components of CLIL (such as the 4Cs Framework with the scaffolding guidance of a meaningful project) and PBL is what forges the difference from traditional teaching techniques that involve less critical thinking. Proposals like this are designed to be a starting point for a new roadmap in the long-term acquisition of bilingual education. Finally, we consider that this intervention proposal could be applied in early primary grades (kindergarten, first grade) around other topics present in their curriculum.